Situational teaching method was founded by Li Jilin, a special-grade teacher in Jiangsu Province. It refers to a teaching method in which teachers purposefully introduce or create vivid and concrete scenes with certain emotional colors and images as the main body in order to arouse students' attitude experience, so as to help students understand textbooks and develop their psychological functions. The "emotion" here refers to an emotional atmosphere created by teachers in teaching; Context refers to the teaching environment. It includes not only the physical environment in which students live, such as all kinds of hardware facilities in schools, but also all kinds of software facilities, such as classroom furnishings and layout, school sanitation and greening, teachers' skills and sense of responsibility. Then, in music situational teaching, how can teachers create this emotional atmosphere to carry out situational teaching activities? After years of teaching practice, the author has also accumulated some methods, which are briefly discussed below.
First, the life display situation
Life presentation situation means that teachers bring students into society and nature, choose a typical scene from life as the object of students' observation, and display it vividly in front of students through the description of teachers' language. We know that "music comes from nature", and it is just empty talk to talk about the beauty of nature and ecological balance without nature. Because there is no perceptual knowledge, there is no rational knowledge. Therefore, in teaching, students should not be kept indoors according to the normal state, but their thinking and inspiration should be bound. They should be allowed to return to life, enter nature and experience the existence of music in nature. At the same time, teachers can be appropriately motivated in order to be efficient. There are many ways to go out, and the form of activities can be determined according to the actual situation of schools, classes and students. Such as social practice, participation in performances, and extracurricular outings. Outing is a good way to lead students to walk in the forest, sing in the fields and walk by the stream. Leaves rustle, birds sing loudly, and streams flow happily. Isn't this the wonderful music played by nature? Unconsciously, students were infected, their hearts were purified, and they were deeply integrated into this wonderful atmosphere. With this wonderful natural sound humming, the tune is fresh, natural and simple, and a happy smile appears on the face, thus feeling the existence of music and the beauty of life.
Second, the picture reproduces the situation at that time.
Pictures are the main means to display images. To reproduce the situation with pictures is actually to visualize what is taught. Illustrations, specially drawn wall charts, clip art, stick figures and so on can all be used to reproduce this situation. In song teaching, creating situations for students and stimulating their imagination will get twice the result with half the effort. Because situational teaching pays attention to the training of feeling, the cultivation of intuition and the development of creativity, it permeates the process of image-emotion-imagination, bringing infinite happiness and vitality to students and stimulating the right brain. What is more gratifying is that students' imagination, intuition and creativity have been well cultivated and developed in the long-term teaching process.
For example, when I taught the song "Where is Spring?", I first asked the students to imagine the spring scenery, and then showed various pictures and clip art about the spring scenery. I also played a slide show of the spring scenery and the recording of "Birds Singing in Spring." With the wonderful music, the students had rich imagination and saw green grass, fiery red mountain flowers, cheerful birds, dancing butterflies, red as fire and pink. It seems that everyone is in it, feeling the rich fragrance of flowers and plants, listening to the gurgling sound of running water, and deepening the understanding of the song content. Then the teacher taught to sing this song, and the students quickly entered the situation of the song, studied hard and mastered it quickly. In an emotional place, many students can't help but go to the podium, singing and dancing, and the classroom atmosphere is very active, which has received good teaching results.
Third, the performance experience situation
Music situational teaching has two manifestations, one is to enter the role, and the other is to play the role. "Into the role", that is, "If I am XXX in a song, playing a role is playing a role in a song. Because students enter and play roles themselves, the roles in songs are no longer from books, but from themselves or their classmates. In this way, students are bound to feel intimate with the characters in the song, which naturally deepens their inner experience.
As we all know, "Music is the soul of dance". Music and performance are inseparable. If you want to fully express the content of the song, you can get good results through colorful performances.
For example, the song "Big Deer" has a relatively flat tune, and the "4" with difficult intonation has appeared many times. If the teacher teaches singing directly, it is not easy for students to learn. According to this situation, I will introduce the content of the song to the students first, so that they can have a general understanding of the meaning of the song, especially the understanding of the two animal images in the song, just like learning the text. With this understanding, find two students to dress up as rabbits and deer respectively, and perform according to their own understanding of the image and beautiful melody. Because of the early infiltration of the content, students' grasp of the image is still in place. The classmate who plays the rabbit fully shows the eagerness of the rabbit to escape, and the classmate who plays the big deer also shows the spirit of helping others. The classroom performance was smooth and pleasant, and the classroom atmosphere was very active. After the group performance, the students quickly mastered the melody of the song, and then the teacher taught the lyrics to sing when the students were in high spirits. The students quickly learned the song easily and happily.
Of course, there are many ways of emotional teaching, but no matter which way, it is centered on stimulating students' interest. Confucius said, "If you don't get angry, you will get it. If you don't get angry, you will get it. If you don't take a corner, you will never get it back." This fully shows that situational teaching can cultivate people's emotions, purify people's hearts, provide students with good hints or enlightenment, and help cultivate students' creative thinking and adaptability. Therefore, in the future teaching, teachers should explore more ways, create a good teaching situation, fully mobilize students' initiative and enthusiasm, inspire students' thinking, develop students' intelligence, and thus improve the teaching effect.